Competency Grid: Social Studies _ Accessible... · Web viewCODES. Degree of Attainment. 0=No evidence provided; or provided evidence does not align to the standard. 1=Evidence provided

CODES Degree of Attainment0=No evidence provided; or provided evidence does not align to the standard. 1=Evidence provided does not fully evidence attainment. 2=Adequate evidence verifies attainment of the standard.3=Substantial evidence provided verifies attainment of the standard.

Types of Evidence A=Academic preparation, college level coursework. B=Professional development, workshops/training. C=Teaching experience in the content area and level of licensure requested of the standard; partially met. D=Other professional activities, conferences, committee work.

Name: Date:

8710.4750Chemistry

Subp. 3. Subject matter standard. A candidate for licensure as a teacher of chemistry in grades 9 through 12 must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to C, and subpart 3, items E and F.

Standard Evidence of ProficiencyCandidate: Explain evidence in this column for each standard.

Type of Evidence A-B-C-D

Degree of attainment

0-1-2-3Met Not

Met

A. A teacher of chemistry must demonstrate a conceptual understanding of chemistry. The teacher must:

(1) use sources of information to solve unfamiliar quantitative problems and communicate the solution in a logical and organized manner as evidenced by the ability to:(a) describe, in terms of the known and unknown quantities, a given problem in appropriate pictorial, graphical, or written forms;

(b) describe, in terms of the relevant numerical and algebraic quantities and equations, a given problem mathematically;

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0-1-2-3Met Not

Met

(c) plan, using words, diagrams, and mathematical relationships, a solution for a given problem in terms of steps necessary to solve the problem and to verify the solution; and

(d) evaluate, in terms of unit consistency, reasonableness, and completeness of solution, the solution of a given problem;

(2) use computers to display and analyze experimental and theoretical data as evidenced by the ability to:

(a) describe data graphically using a computer; and

(b) design a mathematical model to provide a reasonable fit to a given set of data; and

(3) develop a plan to ensure a safe environment and practices in chemistry learning activities.

REVIEW’S COMMENTS/FINDINGS:

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0-1-2-3Met Not

Met

B. A teacher of chemistry must demonstrate a knowledge of chemistry concepts. The teacher must:

(1) understand the properties and structure of matter as evidenced by the ability to:

(a) explain and predict, using the principles for filling the electron orbitals of atoms and the Periodic Table, the periodic trends in electrical conductivity, atomic radii, ionization energy, electronegativity, electron affinity, and metallic character of a given set of elements;(b) predict, using the Periodic Table and the arrangement and energies of the element's outermost electrons, whether the bonding in a given substance is primarily covalent, metallic, or ionic;c) explain and predict, using the periodic trends in the physical and chemical characteristics of the elements and the type of bonds, or intermolecular forces, or both, the relative magnitudes of a given property for a set of elements or compounds;

(d) predict, using existing models including the Valence Shell electron Pair Repulsion theory, the shape of a given molecule; and

(e) describe, with words and diagrams using neutron to proton ratios and binding energies, the changes in matter and energy that occur in the nuclear processes of radioactive decay, fission, fusion, and other common nuclear transformations;

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0-1-2-3Met Not

Met

(2) understand chemical reactions as evidenced by the ability to:

(a) perform measurements and calculations to determine the chemical formulas of the products of a given chemical reaction;(b) explain and predict qualitatively and quantitatively, using the Periodic Table and the concept of chemical stoichiometry, the mass relationships between reactants and products for a given chemical reaction;(c) predict quantitatively, using the principle of state functions and Hess's Law, the molar heat of a given reaction from known values of molar heats of formation or molar heats of a series of related reactions; and(d) explain and predict qualitatively and quantitatively, using solubility rules, the common oxidation states of elements, the activity series of metals and nonmetals, stability of radicals, and the properties of acids and bases, the most likely type of reaction for a given set of given reactants;

(3) understand thermodynamics as evidenced by the ability to:

(a) perform measurements and calculations to determine the molar heat energy absorbed or released in a given phase change or chemical reaction;

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0-1-2-3Met Not

Met

(b) predict qualitatively and quantitatively, using the Ideal Gas Law, changes in the pressure, volume, temperature, or quantity of gas in a given thermally isolated ideal gas system when the gas is heated or cooled, is compressed or expanded adiabatically, or enters or leaves the system;(c) describe, using words, diagrams, energy graphs, and mathematical relationships, the changes in the enthalpy, entropy, and Gibb's free energy during a given chemical reaction;(d) explain and predict qualitatively and quantitatively, using the First and Second Laws of Thermodynamics and the relationship between Gibb's free energy and the equilibrium constant, changes in the equilibrium and Gibb's free energy for a given change in the reaction conditions;

(e) design, using Gibb's free energy, a method for changing the direction of spontaneity of a given reaction; and

(f) explain qualitatively and quantitatively, using Gibb's free energy, how the electrochemical potential of a given cell depends on given changes in the temperature or the concentration of ions in solution, or both;

(4) understand chemical kinetics and equilibrium as evidenced by the ability to:

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0-1-2-3Met Not

Met

(a) perform measurements and calculations to determine the rate of a chemical reaction, the rate expression, half-life of given reaction, the activation energy of a given reaction, and the equilibrium constant of a given reaction;(b) describe, using words, energy diagrams, graphs, and mathematical relationships, the activation energy, enthalpy changes, and reaction rate of a given reaction;(c) explain and predict qualitatively and quantitatively, using the rate equation for the reaction, changes in the reaction rate for a given change in the concentration of a reactant or product;

(d) predict, using the rate equation and the presence or absence of intermediates, a possible mechanism for a given reaction;

(e) describe, using words, diagrams, chemical equations, concentration and rate graphs, and mathematical relationships, the equilibrium of a given reaction;(f) explain, in terms of changes in the number of effective collisions of the molecules in the forward and reverse reaction, why the chemical equilibrium of a given reaction is a dynamic process;(g) explain and predict quantitatively, using the equilibrium constant, the concentration of a reactant or product in a given gas phase or solution chemical reaction;(h) design, using LeChatelier's principle, a method for achieving a specified change in the equilibrium constant or the position of equilibrium of a given chemical reaction; and

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0-1-2-3Met Not

Met

(i) design, using the rate laws and requirements for effective collisions, a method for achieving a specified change in the rate of a given chemical reaction; and

(5) understand organic and biochemical reactions as evidenced by the ability to:

(a) perform measurements and calculations to determine the melting point, boiling point, solubility, or other common physical properties of an organic compound;(b) describe, using words, structural and chemical formulas, and physical and computer models, the functional groups and polarity of the molecule of a given organic compound;(c) describe, using words, structural and chemical formulas, and physical or computer models, a given hydrocarbon compound as aromatic or aliphatic; saturated or unsaturated; alkanes, alkenes, or alkynes; and branched or straight chains;(d) explain and predict, using a molecular orbital model of the pi-bond, the outcomes of reactions of given aromatic, allylic and conjugated alkenes, and other delocalized electron systems;(e) explain and predict, using functional groups, structure, and polarity, the reactivity, solubility, melting point, and boiling point of an organic compound;

(f) predict, using infrared, nuclear magnetic resonance, and mass spectra, the structure of an organic molecule;

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0-1-2-3Met Not

Met

(g) design and carry out a single step synthesis of an organic compound, purify the compound, and characterize the product;(h) describe, using words, diagrams, structural and chemical formulas, and physical and computer models, the origin of optical activity of a given chiral organic compound;(i) explain why the reactivity of a chiral compound depends on its stereo chemistry when acted upon by a living system, and predict whether a particular substrate enantiomer would or would not react with its enzyme;(j) describe, using words, structural and chemical formulas, and physical and computer models, a given set of biomolecules as a carbohydrate, lipid, protein, or nucleic acid, and explain how biomolecules are made from typical chemical components by chemical reactions;(k) perform tests and measurements to determine if a given biological substance is a carbohydrate, lipid, protein, or nucleic acid;

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(l) explain, using the concepts of electrostatic attraction, repulsion, and stereochemistry in the catalytic process, how enzymes facilitate a given biochemical reaction; and

(m) design a method to use organic compounds to demonstrate a given general chemical principle.


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0-1-2-3Met Not

Met

C. A teacher of chemistry must demonstrate an advanced conceptual understanding of chemistry and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. The teacher must:(1) identify various options for a research experience including independent study projects, participation in research with an academic or industry scientist, directed study, internship, or field study;

(2) select an option and complete a research experience that includes conducting a literature search on a problem;

(3) design and carry out an investigation;

(4) identify modes for presenting the research project; and

(5) present the research project in the selected mode.


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Standards that integrate knowledge of science with knowledge of pedagogy, students, learning environments, and professional development were articulated in subpart 3 E and F of rule 8710.4750. These pedagogy standards need to be evidenced in addition to the specific content science standards.




0-1-2-3Met Not

Met

Subpart 3E.A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand:

(1) curriculum and instruction in science as evidence by the ability to:

(a) select, using local, state, and national science standards, appropriate science learning goals and content;

(b) plan a coordinated sequence of lessons and instructional strategies that support the development of students' understanding and nurture a community of science learners including appropriate inquiry into authentic questions generated from students' experiences; strategies for eliciting students' alternative ideas; strategies to help students' understanding of scientific concepts and theories; and strategies to help students use their scientific knowledge to describe real-world objects, systems, or events;

(c) plan assessments to monitor and evaluate learning of science concepts and methods of scientific inquiry; and

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0-1-2-3Met Not

Met

(d) justify and defend, using knowledge of student learning, research in science education, and national science education standards, a given instructional model or curriculum;

(2) safe environments for learning science as evidenced by the ability to:

(a) use required safety equipment correctly in classroom, field, and laboratory settings;

(b) describe, using knowledge of ethics and state and national safety guidelines and restrictions, how to make and maintain a given collection of scientific specimens and data;(c) describe, using knowledge of ethics and state and national safety guidelines and restrictions, how to acquire, care for, handle, and dispose of live organisms;(d) describe, using state and national guidelines, how to acquire, care for, store, use, and dispose of given chemicals and equipment used to teach science;

(e) implement safe procedures during supervised science learning experiences in the public schools; and

(f) develop a list of materials needed in an elementary science safety kit;

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0-1-2-3Met Not

Met

(3) how to apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents;

(4) how to apply the research base for and the best practices of middle level and high school education;

(5) how to develop curriculum goals and purposes based on the central concepts of science and how to apply instructional strategies and materials for achieving student understanding of the discipline;

(6) the role and alignment of district, school, and department mission and goals in program planning;

(7) the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities;(8) how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities;

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(9) the role and purpose of cocurricular and extracurricular activities in the teaching and learning process; and

(10) how to apply the standards of effective practice in teaching through a variety of early and ongoing clinical experiences with middle level and high school students within a range of educational programming models.


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0-1-2-3Met Not

Met

F. A teacher of science must understand the content and methods for teaching reading including:

(1) knowledge of reading processes and instruction including:

(a) orthographic knowledge and morphological relationships within words;

(b) the relationship between word recognition and vocabulary knowledge, fluency, and comprehension in understanding text and content materials;(c) the importance of direct and indirect vocabulary instruction that leads to enhanced general and domain-specific word knowledge;(d) the relationships between and among comprehension processes related to print processing abilities, motivation, reader's interest, background knowledge, cognitive abilities, knowledge of academic discourse, and print and digital text; and

(e) the development of academic language and its impact on learning and school success; and

(2) the ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction including:

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0-1-2-3Met Not

Met

(a) the appropriate applications of a variety of instructional frameworks that are effective in meeting the needs of readers of varying proficiency levels and linguistic backgrounds in secondary settings;

(b) the ability to scaffold instruction for students who experience comprehension difficulties;

(c) selection and implementation of a wide variety of before, during, and after reading comprehension strategies that develop reading and metacognitive abilities;(d) the ability to develop and implement effective vocabulary strategies that help students understand words including domain-specific content words;(e) the ability to develop critical literacy skills by encouraging students to question texts and analyze texts from multiple viewpoints or perspectives;(f) the ability to identify instructional practices, approaches and methods and match materials, print and digital, to the cognitive levels of all readers, guided by an evidence-based rationale, which support the developmental, cultural, and linguistic differences of readers;(g) the ability to plan instruction and select strategies that help students read and understand science texts, including the ability to:

i. distinguish between facts based on empirical/scientific findings from opinion;

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0-1-2-3Met Not

Met

ii. relate what is read to relevant prior knowledge;

iii. use scientific knowledge to draw inferences or conclusions from facts, discern cause and effect relationships, detect fallacies in author's evidence, and support own claims with evidence;

iv. follow instructions to perform laboratory activities step by step in a disciplined fashion;

v. explain diagrams and graphs in terms of scientific content/meaning; and

vi. explain meaning of abbreviations and symbols.


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Documents

Competency Grid: Social Studies _ Accessible... · Web viewCODES. Degree of Attainment. 0=No evidence provided; or provided evidence does not align to the standard. 1=Evidence provided